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Additional resources for OECD Reviews of Tertiary Education: Korea
This is an institutional practice, potentially changeable, that contributes to the rigidity of the education system. OECD REVIEWS OF TERTIARY EDUCATION – KOREA – ISBN 978-92-64-04905-5 – © OECD 2009 3. TERTIARY EDUCATION AND THE LABOUR MARKET – 51 weak staffing levels and limited training. In addition, an OECD review of career guidance policies in Korea (OECD, 2002) found that school counsellors, when dealing with university and college entry decisions, concentrate largely upon school marks, and pay little or no attention to students’ long-term career aspirations.
In addition, an OECD review of career guidance policies in Korea (OECD, 2002) found that school counsellors, when dealing with university and college entry decisions, concentrate largely upon school marks, and pay little or no attention to students’ long-term career aspirations. In addition, there are few opportunities for students to experience the world of work, or to come into contact with tertiary institutions, to help their decision making. One option, therefore, is for Korea to strengthen career guidance in secondary schools, particularly by following the models suggested by the OECD review as being particularly effective.
However we suspect that a broader range of changes, within a comprehensive framework of changes, will be necessary to address the issues we raise in this Country Note. Throughout these chapters, a number of challenges emerge repeatedly, and we summarise these common themes in Chapter 11. They include issues like the availability of data and evaluation; the propensity to create many small programmes to respond to problems, rather than engaging in structural change; the culture of status that dominates tertiary education, and what it might take to shift to a culture of quality and performance; the relative roles of market and non-market approaches to tertiary education; the domination of economic concerns related to employment, earnings, status, and competitiveness in the motivation of both parents and students and of policy-makers; and the allocation of scarce governmental resources in the future.